Comprehension of reversible sentences in specifically language-impaired children.
Comprehension of reversible sentences in specifically language-impaired children.
复制标题
特定语言障碍儿童对可逆句子的理解。
DOI：
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发表时间：
1990
期刊：
影响因子：
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通讯作者：
Margaret Harris
中科院分区：
文献类型：
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作者：
H. V. D. Lely;Margaret Harris
本研究考察了特殊语言障碍(SLI)儿童对可逆句的理解。使用不同的范式进行了两个实验。实验一将14名SLI儿童(4：10-7：10)与年龄和语言年龄(LA)相匹配的儿童进行比较。受试者表演了36个语义可逆的句子，这些句子在主题内容(及物句、方位词和与格)以及主题角色的顺序(典范和非典范)上各不相同。SLI儿童的表现明显低于两个对照组。在实验2中，使用图片指向任务呈现相同的句子。在测试句子之前进行单词词汇测试，以评估谓词的语义知识。16名SLI儿童与语言年龄对照组进行了比较。两组儿童在词汇测试中的成绩没有显著差异，总体上，实验2的结果支持实验1的结果。对个别儿童的错误模式的分析发现，SLI儿童和LA对照组儿童之间存在质的差异。大多数SLI儿童有很高比例的词序错误。与LA对照组不同，SLI组儿童的语序错误比例与语言年龄无关。这些发现与句子理解的过程有关。
This study investigated comprehension of reversible sentences in specifically language-impaired (SLI) children. Two experiments, using different paradigms, were undertaken. In Experiment 1, 14 SLI children (aged 4:10-7:10) were compared with children matched on chronological age and language age (LA). Subjects acted out 36 semantically reversible sentences that varied in thematic content (transitives, locatives, and datives) and in the order of thematic roles (canonical and noncanonical). The SLI children performed at a significantly lower level than both control groups. In Experiment 2, the same sentences were presented using a picture-pointing task. A single word vocabulary test preceded the test sentences to assess semantic knowledge of the predicates. Sixteen SLI children were compared with language age controls. No significant differences were found between the performance of the two groups on the vocabulary test, and in general, the results of Experiment 2 supported those of Experiment 1. Analysis of individual children's error patterns identified qualitative differences between the SLI children and the LA controls. The majority of SLI children had a very high proportion of word order errors. The proportion of word order errors of the SLI children, unlike those of the LA controls, was unrelated to language age. These findings are considered in relation to the processes involved in sentence comprehension.